Efectividad del feedback aumentado en el desempeño de destrezas motrices: un meta-análisis
DOI:
https://doi.org/10.15359/mhs.18-1.2Palabras clave:
feedback extrínseco, conocimiento de resultados, conocimiento de la ejecución, aprendizaje motor, adquisición de destrezasResumen
El propósito del presente estudio fue examinar la efectividad del feedback aumentado (FA) en el desempeño y aprendizaje de destrezas motrices. La búsqueda de los estudios se realizó en bases de datos digitales, revisando referencias y consultando a personal experto del área. La selección de los estudios y la extracción de los datos fue realizada por las tres autoras de forma independiente. La calidad de los estudios se evaluó utilizando una modificación de la escala TESTEX. Con el modelo de efectos aleatorios se calculó el tamaño de efecto (TE) de la diferencia de medias estandarizada. Se examinó la heterogeneidad con la Q estadística y la consistencia con I2. Veinte estudios cumplieron los criterios de inclusión. Un total de 95 TE fueron calculados, lo cual representa a 949 participantes. El uso de FA durante la práctica física aumentó el desempeño significativamente entre el pretest y la adquisición (TE = 0.87; IC95% = 0.65, 1.10; n = 47; Q = 183.6, I2 = 74.41%; p < 0.01); mientras que el desempeño disminuyó significativamente entre la prueba de adquisición y la retención, después de que el FA fue suspendido (TE = -0.74, IC95% = -1.04, -0.44; n = 45; Q = 377.45, I2. = 88.34%; p < 0.01). Se analizaron la edad y el nivel de habilidad de los sujetos participantes, el tipo de destreza y las características de la práctica y el tipo de FA como posibles variables moderadoras. Los resultados sugieren que el desempeño mejora en la adquisición al recibir FA durante la práctica física, y disminuye en la retención, una vez que no está disponible; no obstante, el uso de FA promueve significativamente el aprendizaje de destrezas motrices.
Referencias
Ahulló, A. M., Massó, X. G., Osa, C. G., Torres, I. E., & de Valencia, U. (2019). Influencia del tipo de feedback utilizado en el aprendizaje de una tarea motriz de equilibrio Influence of the type of feedback on balance motor tasks learning. Retos. Nuevas tendencias en Educación Física, Deportes y Recreación, 36, 435-440.
*Ahmadi, P., Sabzi, A. H., Heirani, A., & Hasanvand, B. (2011). The effect of feedback after good, poor, good-poor trials, and self-control conditions in an acquisition and learning of force production task. Facta Universitatis: Series Physical Education & Sport, 9(1), 35–43.
Anderson, D., Magill, R. A., Sekiya, H., & Ryan, G. (2005). Support for an explanation of the guidance effect in motor skill learning. Journal of Motor Behavior, 37(3), 231-238. Scopus. https://doi.org/10.3200/JMBR.37.3.231-238
Bechtel, N. T., McGee, H. M., Huitema, B. E., & Dickinson, A. M. (2015). The Effects of the Temporal Placement of Feedback on Performance. Psychological Record, 65(3), 425–434. https://doi.org/10.1007/s40732-015-0117-4
Beltrão, N. B., Henrique, R. S., Siqueira, A. K. M., Santos, J. N. C., Mello, A. M. S..., & Cattuzzo, M. T. (2011). Precisão de conhecimento de resultados na aprendizagem motora em crianças e adultos. / The effect of level of knowledge accuracy of results on learning of motor skills in children and adults. Motricidade, 7(3), 69–77. https://doi.org/10.6063/motricidade.7(3).104
Borenstein, M., Hedges, L. V., Higgins, J. P., & Rothstein, H. R. (2009). Introduction to meta-analysis. John Wiley & Sons. https://doi.org/10.1002/9780470743386
Borenstein, M., Higgins, J. P. T., Hedges, L. V., & Rothstein, H. R. (2017). Basics of meta-analysis: I 2 is not an absolute measure of heterogeneity: I 2 is not an absolute measure of heterogeneity. Research Synthesis Methods, 8(1), 5–18. https://doi.org/10.1002/jrsm.1230
*Burtner, P. A., Leinwand, R., Sullivan, K. J., Goh, H.-T., & Kantak, S. S. (2014). Motor learning in children with hemiplegic cerebral palsy: Feedback effects on skill acquisition. Developmental Medicine and Child Neurology, 56(3), 259–266. https://doi.org/10.1111/dmcn.12364
Cattuzzo, M. T., Dos Santos Henrique, R., Ré, A. H. N., de Oliveira, I. S., Melo, B. M., de Sousa Moura, M., de Araújo, R. C., & Stodden, D. (2016). Motor competence and health related physical fitness in youth: A systematic review. Journal of Science and Medicine in Sport, 19(2), 123-129. https://doi.org/10.1016/j.jsams.2014.12.004
*Cohen, R., Goodway, J. D., & Lidor, R. (2012). The effectiveness of aligned developmental feedback on the overhand throw in third-grade students. Physical Education & Sport Pedagogy, 17(5), 525–541. https://doi.org/10.1080/17408989.2011.623230
Coker, C. A. (2004). Motor learning and control for practitioners. McGraw-Hill Humanities/Social Sciences/Languages.
*Cuppone, A. V., Squeri, V., Semprini, M., Masia, L., & Konczak, J. (2016). Robot-assisted proprioceptive training with added vibro-tactile feedback enhances somatosensory and motor performance. Plos One, 11(10), e0164511–e0164511. https://doi.org/10.1371/journal.pone.0164511
Ericsson, I. (2008). Motor skills, attention and academic achievements. An intervention study in school years 1-3. British Educational Research Journal, 34(3), 301–313. https://doi.org/10.1080/01411920701609299
Fairbrother, J. T. (2010). Fundamentals of Motor Behavior. Human Kinetics.
*Goodwin, J. E., & Goggin, N. L. (2018). An older adult study of concurrent visual feedback in learning continuous balance. Perceptual and Motor Skills, 125(6), 1160–1172. https://doi.org/10.1177/0031512518795758
*Hansen, S., Pfeiffer, J., & Patterson, J. T. (2011). Self-control of feedback during motor learning: Accounting for the absolute amount of feedback using a yoked group with self-control over feedback. Journal of Motor Behavior, 43(2), 113–119. https://doi.org/10.1080/00222895.2010.548421
Higgins, J. P., Thompson, S. G., Deeks, J. J., & Altman, D. G. (2003). Measuring inconsistency in meta-analyses. Bmj, 327(7414), 557–560. https://doi.org/10.1136/bmj.327.7414.557
Hinder, M. R., Tresilian, J. R., Riek, S., & Carson, R. G. (2008). The contribution of visual feedback to visuomotor adaptation: How much and when? Brain Research, 1197, 123–134. https://doi.org/10.1016/j.brainres.2007.12.067
*Hoff, M., Kaminski, E., Rjosk, V., Sehm, B., Steele, C. J., Villringer, A., & Ragert, P. (2015). Augmenting mirror visual feedback-induced performance improvements in older adults. European Journal of Neuroscience, 41(11), 1475–1483. https://doi.org/10.1111/ejn.12899
Ives, J. C. (2014). Motor Behavior: Connecting Mind and Body for Optimal Performance. Lippincott Williams & Wilkins.
*Kernodle, M. W., & Carlton, L. G. (1992). Information feedback and the learning of multiple-degree-of-freedom activities. Journal of Motor Behavior, 24(2), 187–195. https://doi.org/10.1080/00222895.1992.9941614
*Kim, Y., Kim, J., Kim, H., Kwon, M., Lee, M., & Park, S. (2019). Neural mechanism underlying self-controlled feedback on motor skill learning. Human Movement Science, 66, 198–208. https://doi.org/10.1016/j.humov.2019.04.009
*Krause, D., Brüne, A., Fritz, S., Kramer, P., Meisterjahn, P., Schneider, M., & Sperber, A. (2014). Learning of a golf putting task with varying contextual interference levels induced by feedback schedule in novices and experts. Perceptual and Motor Skills, 118(2), 384–399. https://doi.org/10.2466/23.30.PMS.118k17w3
Lauber, B., & Keller, M. (2014). Improving motor performance: Selected aspects of augmented feedback in exercise and health. European Journal of Sport Science, 14(1), 36–43. https://doi.org/10.1080/17461391.2012.725104
*Leving, M. T., Vegter, R. J. K., Hartog, J., Lamoth, C. J. C., de Groot, S., & van der Woude, L. H. V. (2015). Effects of visual feedback-induced variability on motor learning of handrim wheelchair propulsion. Plos One, 10(5), e0127311–e0127311. https://doi.org/10.1371/journal.pone.0127311
Liberati, A., Altman, D. G., Tetzlaff, J., Mulrow, C., Gøtzsche, P. C., Ioannidis, J. P. A., … Moher, D. (2009). The PRISMA statement for reporting systematic reviews and meta-analyses of studies that evaluate healthcare interventions: Explanation and elaboration. BMJ, b2700. https://doi.org/10.1136/bmj.b2700
*Lim, S., Ali, A., Kim, W., Kim, J., Choi, S., & Radlo, S. J. (2015). Influence of self-controlled feedback on learning a serial motor skill. Perceptual and Motor Skills, 120(2), 462–474. https://doi.org/10.2466/23.PMS.120v13x3
Liu, J., Fu, H.-J., Chen, S., & Sheu, F.-R. (2014). The effect of provided and self-requested knowledge of performance on acquisition and transfer performance of an open sport skill in college students. Asian Journal of Exercise & Sports Science, 11(2).
Magill, R. A., & Anderson, D. (2013). Motor learning and control: Concepts and applications. McGraw-Hill Higher Education.
Maslovat, D., Chua, R., Lee, T. D., & Franks, I. M. (2004). Contextual interference: Single task versus multi-task learning. Motor Control, 8(2), 213–233. https://doi.org/10.1123/mcj.8.2.213
*Núñez Sánchez, F. J., & Gálvez González, J. (2010). Influence of three accuracy levels of knowledge of results on motor skill acquisition. Journal of Human Sport and Exercise, 5(3), 476–484. https://doi.org/10.4100/jhse.2010.53.17
*Park, J.-H., Shea, C. H., & Wright, D. L. (2000). Reduced-frequency concurrent and terminal feedback: A test of the guidance hypothesis. Journal of Motor Behavior, 32(3), 287. https://doi.org/10.1080/00222890009601379
Phillips, E., Farrow, D., Ball, K., & Helmer, R. (2013). Harnessing and understanding feedback technology in applied settings. Sports Medicine, 43(10), 919–925. https://doi.org/10.1007/s40279-013-0072-7
*Ranganathan, R., & Newell, K. M. (2009). Influence of augmented feedback on coordination strategies. Journal of Motor Behavior, 41(4), 317–330. https://doi.org/10.3200/jmbr.41.4.317-330
*Reissig, P., Puri, R., Garry, M. I., Summers, J. J., & Hinder, M. R. (2015). The influence of mirror-visual feedback on training-induced motor performance gains in the untrained hand. Plos One, 10(10), e0141828–e0141828. https://doi.org/10.1371/journal.pone.0141828
Sedgwick, P., & Marston, L. (2015). How to read a funnel plot in a meta-analysis. British Medical Journal (Clinical research ed.), 351, h4718. https://doi.org/10.1136/bmj.h4718
*Sharma, D. A., Chevidikunnan, M. F., Khan, F. R., & Gaowgzeh, R. A. (2016). Effectiveness of knowledge of result and knowledge of performance in the learning of a skilled motor activity by healthy young adults. Journal of Physical Therapy Science, 28(5), 1482–1486. https://doi.org/10.1589/jpts.28.1482
Sigrist, R., Rauter, G., Riener, R., & Wolf, P. (2013). Terminal feedback outperforms concurrent visual, auditory, and haptic feedback in learning a complex rowing-type task. Journal of Motor Behavior, 45(6), 455–472. https://doi.org/10.1080/00222895.2013.826169
Smart, N. A., Waldron, M., Ismail, H., Giallauria, F., Vigorito, C., Cornelissen, V., & Dieberg, G. (2014). Validation of a new tool for the assessment of study quality and reporting in exercise training studies: TESTEX. International Journal of Evidence-Based Healthcare, 13(1), 9–18. https://doi.org/10.1097/XEB.0000000000000020
*Sullivan, K. J., Kantak, S. S., & Burtner, P. A. (2008). Motor learning in children: Feedback effects on skill acquisition. Physical Therapy, 88(6), 720–732. https://doi.org/10.2522/ptj.20070196
*Tsai, M.-J., & Jwo, H. (2015). Controlling absolute frequency of feedback in a selfcontrolled situation enhances motor learning. Perceptual and Motor Skills, 121(3), 746–758. https://doi.org/10.2466/23.PMS.121c28x7
Wulf, G., Shea, C., & Lewthwaite, R. (2010). Motor skill learning and performance: A review of influential factors. Medical education, 44(1), 75–84. https://doi.org/10.1111/j.1365-2923.2009.03421.x
*Zabala, M., Sánchez-Muñoz, C., & Mateo, M. (2009). Effects of the administration of feedback on performance of the BMX cycling gate start. Journal of Sports Science & Medicine, 8(3), 393–400.
Descargas
Publicado
Cómo citar
Número
Sección
Licencia
Condiciones generales
MHSalud: Revista en Ciencias del Movimiento Humano y Salud por Universidad Nacional se encuentra bajo una Licencia Creative Commons Atribución-NoComercial-SinDerivadas 3.0 Costa Rica.
La revista se aloja en repositorios de acceso abierto como el Repositorio Institucional de la Universidad Nacional, el Repositorio Kimuk de Costa Rica y la Referencia.
La fuente editorial de la revista debe reconocerse. Para ello utilice el identificador doi de la publicación.
Política de autoarchivo: La revista permite el auto archivo de los artículos en su versión arbitrada, editada y aprobada por el Consejo Editorial de la Revista para que sean disponibles en Acceso Abierto a través de Internet. Más información en el siguiente link: https://v2.sherpa.ac.uk/id/publication/25815
